SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES

Sun Young Kim; Alghamdi, A. K. H.

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SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES

Title	SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES
Publication Type	Journal Article
Year of Publication	2023
Authors	Kim, SY, Alghamdi, A. K. H.
Journal	Journal of Baltic Science Education
Volume	22
Issue	2
Start Page	269-281
Pagination	Continuous
Date Published	April/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	constructivist pedagogy, science learning environment, secondary students, self-efficacy, students’ metacognition
Abstract	This study examined students’ perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students’ mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students’ perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students’ highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students’ perceptions on science learning environment predicted students’ metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students’ self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students’ metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students.
URL	https://oaji.net/articles/2023/987-1681286935.pdf
DOI	10.33225/jbse/23.22.269
Refereed Designation	Refereed
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